Intervention: Saxon Middle School Math

Intervention: Saxon Middle School Math
April 9, 2007

References

Met WWC evidence standards

Williams, D. D. (1986). The incremental method of teaching algebra I. Kansas City: University of Missouri.

Met WWC evidence standards with reservations

Crawford, J., & Raia, F. (1986). Analyses of eighth grade math texts and achievement. Oklahoma City, OK: Oklahoma City Public Schools, Planning, Research, and Evaluation Department.

Peters, K. G. (1992). Skill performance comparability of two algebra programs on an eighth-grade population. Dissertation Abstracts International, 54 (01), 77A. (UMI No. 9314428)

Resendez, M., & Manley, M. A. (2005). The relationship between using Saxon Elementary and Middle School Math and student performance on Georgia statewide assessments. Orlando, FL: Harcourt Achieve.

Resendez, M., Fahmy, A., & Manley, M. A. (2005). The relationship between using Saxon Middle School Math and student performance on Texas statewide assessments. Retrieved from Harcourt Achieve Web site: http://saxonpublishers.harcourtachieve.com/HA/correlations/ pdf/s/SXMath_Middle_TX_research_web.pdf

Roberts, F. H. (1994). The impact of Saxon Mathematics program on group achievement test scores. Dissertation Abstracts International, 55 (06), 1498A. (UMI No. 9430198)

Did not meet WWC evidence screens

Baldree, C. L. P. (2003). The effectiveness of two mathematical instructional programs on the mathematics growth of eighth grade students. Unpublished doctoral dissertation, University of Georgia, Athens. ⁷

Clay, D. W. (1998). A study to determine the effects of a non- traditional approach to algebra instruction on student achievement. Unpublished master's thesis, Salem-Teikyo University, Salem, WV. (ERIC Document Reproduction Service No. ED428963)⁸

FitzPatrick, S. B. (2001). An exploratory study of the implementation of an interactive learning system in two eighth grade mathematics classes. Dissertation Abstracts International, 62 (06), 2082A. (UMI No. 3016656)⁹

Imrisek, J. P. (1989). Incremental development: A more effective means of mathematics instruction? Unpublished master's thesis, Bloomsburg University, Bloomsburg, PA. ¹⁰

Lafferty, J. F. (1996). The links among mathematics text, students' achievement, and students' mathematics anxiety: A comparison of the incremental development and traditional texts. Dissertation Abstracts International, 56 (08), 3041A. (UMI No. 9537085)⁹

Rentschler, R. V. (1994). The effects of Saxon's incremental review on computational skills and problem-solving achievement of sixth-grade students. Dissertation Abstracts International, 56 (02), 484A. (UMI No. 9518017)⁹

Saxon, J. (1982). Incremental development: A breakthrough in mathematics. Phi Delta Kappan, 63 (7), 482–84. ⁸

⁷ Lack of evidence for baseline equivalence: this study, which used a quasi-experimental design, did not establish that the comparison group was equivalent to the intervention group at baseline.
⁸ Confound: there was only one intervention and one comparison unit, so the analysis could not separate the effects of the intervention from other factors.
⁹ Does not use a strong causal design: this study reports qualitative empirical data for Saxon Math.
¹⁰ Confound: there was only one teacher in each study condition, so the analysis could not separate the effects of the intervention from the effects of the teacher. Since the researcher acted as the one teacher for both conditions, teacher bias cannot be discounted.

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References

Met WWC evidence standards

Met WWC evidence standards with reservations

Did not meet WWC evidence screens

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